Student peer reviewers' views on teaching innovations and imaginative learning

Chung Yee Zenobia Chan

Research output: Journal article publicationJournal articleAcademic researchpeer-review

3 Citations (Scopus)

Abstract

Background: Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. Aim: This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. Design: A focus group interview. Methods: Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Results: Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. Conclusions: It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations.
Original languageEnglish
Pages (from-to)155-160
Number of pages6
JournalNurse Education Today
Volume39
DOIs
Publication statusPublished - 1 Apr 2016

Keywords

  • Focus group
  • Imaginative learning
  • Nursing student
  • Peer review
  • Problem-based learning

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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